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An examination of the 'all hazards' approach to disaster management as applied to field disaster management and pre-hospital care in Australia.Cato, Denys, mikewood@deakin.edu.au January 2002 (has links)
Disasters, emergencies, incidents, and major incidents - they all come back to the same thing regardless of what they are called. The common denominator is that there is loss of life, injury to people and animals and damage and destruction of property.
The management of such events relies on four phases:
1. Prevention
2. Preparation
3. Response
4. Recovery
Each of these phases is managed in a different way and often by different teams. Here, concentration has been given to phases 2 and 3, with particular emphasis on phase 3, Response.
The words used to describe such events are often related to legislation. The terminology is detailed later. However, whatever the description, whenever prevention is not possible, or fails, then the need is to respond. Response is always better when the responders are prepared. Training is a major part of response preparation and this book is designed to assist those in the health industry who need to be ready when something happens. One of the training packages for responders is the Major Incident Medical Management and Support (MIMMS) Course and this work was designed to supplement the manual prepared by Hodgetts and Macway-Jones(87) in the UK.
Included is what the health services responder, who may be sent to an event in which the main concern is trauma, should know. Concentration is on the initial response and does not deal in any detail with hospital reaction, the public health aspects, or the mental health support that provides psychological help to victims and responders, and which are also essential parts of disaster management.
People, in times of disaster, have always been quick to offer assistance. It is now well recognised however, that the 'enthusiastic amateur', whilst being a well meaning volunteer, isn't always what is needed. All too often such people have made things worse and have sometimes ended up as victims themselves. There is a place now for volunteers and there probably always will be. The big difference is that these people must be well informed, well trained and well practiced if they are to be effective.
Fortunately such people and organisations do exist. Without the work of the St John Ambulance, the State Emergency Service, the Rural Fire Service the Red Cross and the Volunteer Rescue Association, to mention only a few, our response to disasters would be far less effective.
There is a strong history of individuals being available to help the community in times of crisis. Mostly these people were volunteers but there has also always been the need for a core of professional support. In the recent past,
professional support mechanisms have been developed from lessons learned, particularly to situations that need a rapid and well organised response.
As lessons are learned from an analysis of events, philosophy and methods have changed. Our present system is not perfect and perhaps never will be. The need for an 'all-hazards approach' makes detailed planning very difficult and so there will probably always be criticisms about the way an event was handled. Hindsight is a wonderful thing, provided we learn from it. That means that this text is certainly not the 'last word' and revisions as we learn from experience will be inevitable.
Because the author works primarily in New South Wales, many of the explanations and examples are specific to that state. In Australia disaster response is a State, rather than a Commonwealth, responsibility and consequently, and inevitably, there are differences in management between the states and territories within Australia. With the influence of Emergency Management Australia, these differences are being reduced. This means that across state and territory boundaries, assistance is common and interstate teams can be deployed and assimilated into the response rapidly, safely, effectively and with minimum explanation. This text sets out to increase the understanding of what is required, what is in place and how the processes of response are managed.
By way of introduction and background, examples are given of those situations that have occurred, or could happen.
Man Made Disasters has been divided into two distinct sections. Those which are related to structures or transport and those related directly to people. The first section, Chapter 3, includes:
Transport accidents involving land, rail, sea or air vehicles.
Collapse of buildings for reasons other than earthquakes or storms.
Industrial accidents, including the release of hazardous substances and nuclear events.
A second section dealing with the consequences of the direct actions of people is separated as Chapter 4, entitled 'People Disasters'. Included are:
Crowd incidents involving sports and entertainment venues.
Terrorism
From Chapter 4 on, the emphasis is on the Response phase and deals with organisation and response techniques in detail.
Finally there is a section on terminology and abbreviations. An appendix details a typical disaster pack content.
War, the greatest of all man made disasters is not considered in this text.
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The Papua New Guinea Senior Education Officers' views on Leadership: A Cross-Cultural PerspectiveKoro, Paul, n/a January 1998 (has links)
This study examines senior education officers' (SEOs) perceptions of the
meanings and characteristics of the term 'leadership' both from their
traditional PNG and Western perspectives. Data were drawn from
questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group
methodology.
The purposes of the study are to: (i) define the meaning of leadership from
the senior education officers' perspectives and through the review of the
literature; and (ii) identify key characteristics and skills of the leadership role
of senior education officers in PNG today, as a basis for improving practice
and informing knowledge about leadership.
Respondents were asked to define the meaning of the term leadership, and to
describe their most memorable leadership experiences which may have
helped to shape their understanding of leadership. They were also asked to
identify and to list the key leadership functions, qualities and skills/abilities
which they perceive to be most important in their roles today, and for the
foreseeable future.
Literature on leadership is complex and wide ranging. Those which provided
data of particular significance in specific areas directly related to this study
include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993
and 1987) in relation to characteristics of leadership; on educational
leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and
1992) in relation to the functions, qualities and related skills/abilities of
educational leaders; on culture and cross-cultural studies (Hallinger and
Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on
PNG and Melanesian traditional and contemporary leadership.
A number of significant findings have emerged through this research study.
The first, relates to a firm view of traditional PNG/Melanesian leadership as a
'shared leadership', defined in this study as a shared influence relationship
among members of a social unit through a mutual quest for their existence.
The notion of shared leadership emphasises the importance of reciprocal
generosity, cooperation and competition for Melanesians in their daily quest
for their needs and aspirations based on mutual concern, care and devotion
for one another. The great diversity of people and cultures of Melanesians
also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day
1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural
construction'. These insepearable concepts provide logical and promising
framework both towards transcending knowledge, cultures and poeple, and
an interest to engage in more cross-cultural research.
This study identifies among the most pressing problems of contemporary
leadership in PNG relates to the inability of leaders to transcend traditional
knowledge and customary practices with the new Western knowledge and
practices. In other words, the problems of transcending the notion of 'shared
leadership' with Western leadership characterised by public accountability,
credibility and integrity normally associated with leadership in public office
cannot easily be matched and transferred. This study suggests a 'transcendent
leadership model' as a potential solution toward achieving this end.
Extending beyond one's own limits, to do something extraordinary and
admirable for the common good is what transcendent leadership model
suggests every leader must be able to do. The foundations of transcendent
behaviour the literature suggests include: moral and ethical living (Starratt
1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and
honesty, forward-outlook and inspiration (Kouzes and Posner 1993).
The literature indicates that these qualities and skills require proper
'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated
persons' (Starratt 1996) who are able to understand, appreciate, critique, and
participate in their cultures, traditions, and history.
This study therefore investigates and defines the meanings, roles and
functions of the concepts of leadership, culture and education in relation to
the cross-cultural conditions of the work of SEOs in PNG.
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Curriculum work : post modern positions and problematics : a personal perspectiveButler, Elaine, n/a January 1995 (has links)
This thesis presents an interrogation of curriculum practices and positionings, over
time, of a feminist educator and curriculum worker seeking to centre gender and
subjugated knowledges in a curriculum framework with the potential for
transformative outcomes. The interrogation offers an opportunity to consider
discourses in operation, to frame curriculum and pedagogy as sites of discursive
struggle around knowledges, gender and power.
The thesis, presented as a critical narrative, interweaves theories and theoretical ideas
from four key areas: post modernism and post structuralism; feminism/s; education
and curriculum, and critical social sciences, including critical theory. Interpretative
feminist praxis is employed as the methodological approach.
Central to the investigation is a curriculum project undertaken in Papua New Guinea
(the Goroka Curriculum Project). This Project which is positioned as a case study,
provides text for conceptual and contextual interrogation of a specific site of
curriculum work, and a corrective moment in which the limitations of the writer's
endeavours and position/s of advantage are acknowledged.
Curriculum positionings described as oppositional are challenged as a result of the
lack of attention to gender by radical and critical theorists. Further, the disjuncture
between such theorising, and the development of curriculum models to inform
oppositional work is made overt and problematic.
Curriculum models and practices associated with the work of traditional empiricist
approaches found to be dominant in Papua New Guinea, reify western intellectual
endeavours to the disadvantage of indigenous and women's knowledges and
knowledge practices. This naturalisation is framed as an example of a meta narrative
in education, whereby the discursive practices associated with traditional / rational
curriculum models both colonise the endeavours of curriculum workers, and position
learners as colonised subjects. A central outcome of the traditional/rational model is
the inherent positioning of such individuals and groups as marginalised, devalued
Other. Such curriculum work is framed as a technology of governance, privileging
attempts to establish order and homogeneity in an increasingly disorderly and
fragmented world.
The investigation by the curriculum writer of her theory/practice leads to recognition
of oppositional work as a site of power, that also has the potential to 'oppress',
extending the colonial project. Following this, the thesis investigates transformative
curriculum work as problematic potentiality, questioning what the work of a feminist
curriculum writer in a post modern world is to do and to be.
While acknowledging there are no innocent discourses of liberation, the potential of
the 'courage to know', to attend to pedagogical ethics and ethics of self, and
acknowledge the messy, contradictory and deeply political work of curriculum design
are posited. An emergent notion of curriculum work as textual practice, within a
multi-dimensional framework that conceptualises curriculum as representation is
advanced.
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Evaluation of metal fabrication curriculum Bougainville Copper LimitedLarkins, Adrian, n/a January 1991 (has links)
This is an evaluation study of a Metal Fabrication curriculum developed for
Bougainville Copper Mine in Papua New Guinea. The curriculum is part of the
Apprentice training program that is implemented in the mines own training
College under the authority of the Papua New Guinea Apprenticeship Board.
Several evaluation models were researched and the model which formed the
basis of this study was selected because of its compatibility with the training
environment that existed at Bougainville Copper Limited.
The evaluation model was applied using a questionnaire and interviews to
review the existing curriculum and make recommendations regarding changes.
These changes included the rationalization of content associated with motor
skills and the inclusion of cognitive based content related to problem solving and
decision making.
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Analysis of grade 7 social science textbooks in Papua New GuineaMari, Zenzeng Bofirie Tore, n/a January 1992 (has links)
This thesis reports on a study which made an analysis of the new
Grade 7 social science syllabus textbooks that are currently being
implemented in the high schools of Papua New Guinea. Data relating
to these textbooks has been gathered from the teachers who are
teaching the course and their Regional Secondary Inspectors. The
data was basically obtained through postal questionnaires.
The basic aim of the study was to find out how the syllabus materials
are received and used in the implementation process. The study also
attempted to identify the problems and difficulties the teachers
encountered and the concerns they had about the new course.
The study revealed some interesting results. For example, there are
some teachers of social sciences in the high schools who do not have
secondary teaching qualifications, the level of English language used,
which was one of the major problems identified with the old
syllabus, has not been completely overcome, the problems,
difficulties and concerns identified by this study differ from school
to school and between rural and urban schools.
In addition, the study also identified many practical problems,
difficulties and concerns which affect the effective and successful
implementation of the syllabus. These include the need for additional
support such as reference materials both for teachers and students
and a need for more short in-service courses to resocialise teachers
in order to change their classroom culture and thus facilitate change.
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Religious and social attitude scales : the description of a field study experience in which an attempt was made to develop and use four instruments to measure the religious and social attiutes of secondary school students in Papua New GuineaRandell, S. K., n/a January 1977 (has links)
n/a
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An analysis of some significant issues and problems as identified by the practical skills teachers in the provincial high schools in Papua New GuineaSei, Salbung Bill, n/a January 1989 (has links)
PURPOSE.
This study is entitled, 'An Analysis of some Significant
Issues and Problems as Identified by Practical Skills
teachers in the provincial high schools in Papua New
Guinea'.
It is hoped that the importance of this study lies in its
contribution in helping provincial school administrators,
Practical Skills teachers, curriculum advisory committee
members, inspectors, staff and students at the Design and
Technology Department to gain an insight into the current
problems and issues faced by Practical Skills teachers with the
end view of effecting changes in the present set-up to attain the
objectives of the Practical Skills programs in the provincial high
schools in Papua New Guinea.
METHODS USED:
The methods employed in this study to collect the data were:-
A. Questionnaires, B. Interviews and
C. Review of literature.
A proposed set of questions for the questionnaires was sent to
the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments
and suggestions which were then used in the formulation of the
final questionnaires consisting of 32 questions.
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Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984Warner Smith, Penny, n/a January 1987 (has links)
n/a
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Ecotrekking: a viable development alternative for the Kokoda track?Grabowski, Simone January 2007 (has links)
Tourism as an industry in the 20th and 21st Century has primarily been an international money-making industry which has attracted many governments of less developed countries as a fast mechanism for development. This has often involved a trade-off between the pursuit of economic wealth and support for the social, cultural and natural environments. The negative impacts of mass tourism in these economies are countless and well documented, especially as many of these countries are still trying to deal with impacts caused during colonial occupancy. Consequently, alternative tourism has been presented as a way to manage tourism development which is economically, social and ecologically sustainable. One manifestation of this trend is community-based tourism, which aims to be inclusive of the host communities as they plan for tourism and considers the socio cultural and natural resources and desires of tourists in a more equitable manner. The aim of this thesis is to determine how ecotrekking as a form of community-based tourism can provide a foundation for development for remote rural communities in developing countries. It was conceptually determined that if the needs of the community matched those of the tourists, then a sustainable ecotrekking industry can evolve. To explore this issue contextually, a case study of the Kokoda Track (KT) in Papua New Guinea is presented based around three research questions: 1. What role can market segmentation play in sustainable tourism development in remote rural communities? 2. What outcomes do the Kokoda Track communities envisage for the future of tourism on the Kokoda Track? 3. Do Kokoda tourists meet the outcomes envisaged by the community? A review of the literature found that market segmentation is a tool used in destination planning to assess visitor characteristics and match these to resource capabilities. It was employed in this study to determine the characteristics and needs of Kokoda tourists through a questionnaire survey distributed to trekkers via the tour operators. It was found that the Kokoda tourist is a university educated, middle-aged man who visits the KT for adventure and historical reasons. They have higher-order needs of personal development and knowledge and value the authenticity of the experience. The second research question was approached using secondary data analysis. Notes from Participatory Rural Appraisal workshops with community leaders in 2004 and 2005 were reinterpreted. The key themes to emerge were that the communities have a great need for basic facilities (education, transportation, telecommunications, medical infrastructure and water supplies) and they see tourism as an economic means to develop those facilities. They would like to build more guesthouses and provide food for tourists to increase revenue however, they are unsure of the extent to which this will be supported by trekkers. A comparative analysis of the findings from research questions 1 and 2 was employed to address the third research question. The quantitative needs of the tourist market segment were matched to the qualitative expectations of the communities. It was found that the current Kokoda tourist is in favour of many of the outcomes that the Kokoda communities envisage. These include the provision of locally made food and guesthouses. Further to this, the empirical results from the questionnaire found that ecotourists and cultural tourists are the tourist types that need to be targeted by operators. They indicated a strong match with the desires and needs of the Kokoda communities. For example, they indicated that the KT can cater for a much smaller number of trekkers than the other three pre-determined tourist types (adventure, organised and historic tourists). Additionally, the natural and cultural environments are more important to these tourist types inferring that the protection of these resources is of primary importance. Consequently, it was established that ecotrekking can play an important role in development in less developed countries, if the right market segment is targeted to meet the needs of the community. Generally this can then ensure a slower rate of development, which allows the communities to adjust to the changes that occur at both a socio-cultural level and also in the infrastructure within their communities. In the longer term it also allows them to see how tourism can provide long term benefits not offered in extractive industries such as forestry and mining.
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El Niño-Southern Oscillation variability during the Little Ice Age and medieval climate anomaly reconstructed from fossil coral geochemistry and pseudoproxy analysisHereid, Kelly Ann 26 February 2013 (has links)
The El Niño-Southern Oscillation (ENSO) dominates global interannual climate variability. However, the imprint of anthropogenic climate change hinders understanding of natural ENSO variability. Model predictions of the response of future ENSO variability to anthropogenic forcing are highly uncertain. A better understanding of how ENSO operates during different mean climate states may improve predictions of its future behavior.
This study develops a technique to quantify the response of tropical Pacific sea surface temperature and salinity to ENSO variations. This analysis defines expected regional relationships between ENSO forcing and the tropical Pacific climate response. For example, the western tropical Pacific records El Niño events with greater skill than La Niña events; whereas the oceans near the South Pacific Convergence Zone (SPCZ) preferentially record La Niña events. This baseline understanding of regional skill calibrates interpretations of both modern and pre-instrumental coral geochemical climate proxy records.
A suite of monthly resolved 18O variations in a fossil corals (Porites spp.) from the tropical western Pacific (Papua New Guinea) and the SPCZ (Vanuatu) are used to develop case studies of ENSO variability under external forcing conditions that differ from the modern climate. A record from Misima, Papua New Guinea (1411-1644 CE) spans a period of reduced solar forcing that coincides with the initiation of the Little Ice Age. This record indicates that the surface ocean in this region experienced a small change in hydrologic balance with no change in temperature, extended periods of quiescence in El Niño activity, reduced mean El Niño event amplitudes, and fewer large amplitude El Niño events relative to signals captured in regional modern records. Several multidecadal (~30-50 year) coral records from Tasmaloum, Vanuatu during the Medieval Climate Anomaly (~900-1300 CE), a period of increased solar forcing, depict ENSO variability that is generally lower than modern times. However, these records often cannot be distinguished from 20th century ENSO variability due to ENSO variability uncertainty associated with record lengths. Neither record can be tied to concurrent changes in solar or volcanic forcing, calling into question the paradigm of ENSO variability being predominantly mediated by external forcing changes on multidecadal time scales. / text
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